Andrew Shepherd, John Marquart, David Mosure
Our Classroom: You have a SMART Board in your classroom, a computer with Internet access, and printer. The computer has Microsoft Office, Movie Maker, and Internet Explorer. You also have a scanner. You do not have a web cam or video camera. There is no computer lab in the school.
Here is what we would do:
The teacher would use the SMART Board as an introduction to the lesson. He/She would say the introduction, the task, the process, and the conclusion. He/She would then tell the students about the three different types of people such as Meteorologist, Tornado Safety Engineers, and Tornado Historians, allowing the students to choose their roles. Then, the students will break off into groups, and the teacher would give them a packet with all of the resources they need for their role. Each group will have their turn at using the teacher's computer and SMART board, as needed, which the duration of time will be decided by the teacher. The resources would include: all of the information from the websites within each section. The teacher would also have a copy of the rubric for the students to work from and understand what is expected of their presentation. So once the groups have discussed their specific topics, they would then come together with their original group members and converse with each other, becoming experts on the topic. Working together, they will then come up with the script needed for the presentation.
Our Classroom: You have a SMART Board in your classroom, a computer with Internet access, and printer. The computer has Microsoft Office, Movie Maker, and Internet Explorer. You also have a scanner. You do not have a web cam or video camera. There is no computer lab in the school.
Here is what we would do:
The teacher would use the SMART Board as an introduction to the lesson. He/She would say the introduction, the task, the process, and the conclusion. He/She would then tell the students about the three different types of people such as Meteorologist, Tornado Safety Engineers, and Tornado Historians, allowing the students to choose their roles. Then, the students will break off into groups, and the teacher would give them a packet with all of the resources they need for their role. Each group will have their turn at using the teacher's computer and SMART board, as needed, which the duration of time will be decided by the teacher. The resources would include: all of the information from the websites within each section. The teacher would also have a copy of the rubric for the students to work from and understand what is expected of their presentation. So once the groups have discussed their specific topics, they would then come together with their original group members and converse with each other, becoming experts on the topic. Working together, they will then come up with the script needed for the presentation.